conclusion is that more attention should be given to predicting specific scholarship on the basis of tests in specific subjects. The predictions are markedly higher in the specific than in the general fields.

Trethaway, Edwin. A study of certain tests and measurements used in physical education. Master's thesis, 1931. New York university, New York, N. Y. 47 p. ms. Appendix: 8 p. ms.

This study aims to analyze the interrelationships of the Brace motor ability test, the Rogers physical capacity test, and the Leap motor test, and to determine whether they will enable a forecast of gymnastic ability with some accuracy. Findings: There is no significant relationship between the scores made by the various tests; each one apparently measures different elements of physical efficiency.

TEACHER TRAINING AND STATUS

Ade, Lester Kelly. Provisions in the state teachers colleges of Pennsylvania for laboratory-school experience in teaching in the elementary grades. Doctor's thesis, 1931. New York university, New York, N. Y. 136 p. ms.

The aim of this study was to ascertain the laboratory-school provisions of the Pennsylvania state teachers colleges and to describe them. It also attempts to show what additional provisions are needed to insure adequate laboratory-school experience for prospective teachers actually enrolled in the state teachers colleges during the 1927-28 academic year.

Bathurst, Effie G. A teachers college follow-up service—its factors and development in an unsupervised service area. Doctor's thesis, 1929. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1931. 89 p.

Conclusions: Fifteen teachers colleges report a systematized post-graduation service, whose chief activity is staff visitation of graduates in the field. They point out the values received and the difficulties encountered in such service. Four universities and two state departments are attempting a similar work.

Billig, Florence Grace. A technique for developing content for a professional course in science for teachers in elementary schools. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 101 p. (Contributions to education, no. 397)

Bibliography: pp. 99-101.

A study was made of the courses in science for teachers in elementary schools offered by 146 teachers colleges and normal schools, as given in their catalogues for the years 1927-28, 1928-29. The background of training in science of 954 students enrolled in courses in science was analyzed. A technique was developed for a professional course on the collegiate level for the training of teachers in science.

Brogan, Whit. The work of placement offices in teacher training institutions. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 97 p. (Contributions to education, no. 434)

Data were collected from 60 state-supported teacher-training institutions, 71 superintendents of schools, 25 teachers college presidents and normal school principals, and 91 placement office directors. Policies for administration of placement office generally approved by persons assisting in the study were: Formulation of standards of eligibility; establishment of registration routine with required registration of all eligible students; free placement service; a placement office responsible for professional history of alumni, and maintaining reciprocal service with those of different training institutions.

Chandler, Paul G. Some methods of teaching in six representative teachers colleges of the United States. Doctor's thesis, 1929. Teachers college, Columbia university, New York, N. Y.

One hundred and fourteen class exercises in five subjects were visited in 6 state teachers colleges. The subjects were arithmetic, social science, psychology, principles of educa

tion, and biology. A questionnaire on 46 practices was sent to 90 Individuals, each outstanding in his field. The practices found in the observations and checkings are described and the extent to which they are found is compared with the opinion of the outstanding authorities.

Conger, Napoleon. Professional adjustment service rendered by teacher training institutions. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. Durant, Okla., Southeastern state teachers college, 1930. 190 p. (Southeastern state teachers college contribution to education, no. 2)

The purpose of the study was to investigate the nature and extent of systematie service which teacher-training institutions are rendering their graduates, and to formulate a professional adjustment service program for state normal schools and teachers colleges.

Cook, Harris Malone. The training of state teachers college faculties. Nashville, Tenn., George Peabody college for teachers, 1931. 143 p. (Contribution to education, no. 86)

This study is an attempt to answer the question : Are the faculty members of the state teachers colleges trained for the work they are doing? Data were secured from; transcripts issued over the signature of the registrar; certified copies of transcripts bearing the signature of the certifying officer; affidavits that the copy submitted was a true and exact copy of the original transcript; and photostatic and cameragraphie copies of original transcripts of records. A total of 1,428 complete records were used in this study. Findings: Teachers in teachers colleges who are training teachers for high-school positions have relatively the same collegiate preparation as that required for high-school teachers.

DeLong, Leo Ray. City school institutes in Pennsylvania: a study of the development and administration of the program of in-service education of teachers, with proposals for improved state control and local administration. Doctor's thesis, 1930. Columbia university, New York, N. Y. Camp Hill, Pa., Ell Ess Dee educational publishers, 1930. 147 p.

City school institutes were studied under the headings of: legal basis and development of city school institutes; development of approved equivalent types of teacher training in-service; evaluation of city institutes by superintendents and teachers; personnel and programs of city school institutes; financing of city school institutes; need for a reconsideration of the standards of state control and local administration. Conclusions: There is need for a critical professional study of the field for in-service and pre-service education of teachers, and for changes in local administration and state control.

Doctor's

Eavey, C. B. A study of the relation of the doctor's degree in the field of education to preparation for the teaching of undergraduate education. thesis [1931] New York university, New York, N. Y. 143 p. ms.

The aim of this study is to discover the relation of the training undergone by candidates for the doctor's degree in the field of education to the training needed by teachers of undergraduate education. Findings: Data indicate that the work of the candidate for the doctor's degree in education is taken with too little recognition of the needs of the undergraduate teacher, especially in respect to principles and technique of teaching; too much attention is given to administration in relation to the amount given some of the basic courses such as principles of education, etc.; specialization is intensive; the student obtains little knowledge of fields of learning outside of education.

Eubank, Louis Allen. The organization and 'administration of laboratory schools in state teachers colleges. Doctor's thesis, 1931. University of Missouri, Columbia. Kirksville, Northeast Missouri state teachers college, May, 1931. 89 p. (Bulletin, vol. 31, no. 4)

It was the purpose of this study to give a description of present practices in the organization and administration of laboratory schools in state teachers colleges. Blanks were filled out and returned by 85 teachers colleges representing 29 states. Personal vists were made to 12 state teachers colleges in seven Central western states. The latest available catalogue from each cooperating institution was examined to obtain information pertaining to the laboratory schools.

Fox, Ethel Katherine. A study of the effectiveness of participation for student teachers in a specific situation. Master's thesis, 1931. New York university, New York, N. Y. 31 p. ms.

This was a study of the participation school at Cortland normal school. Findings: Participation contributes directly toward independent student teaching.

Gibson, Ruth T. A study of the extracurricular activities of senior high school business teachers of Missouri as a basis for suggesting the aims and subject matter of a teacher-training course in extracurricular activities for business teachers. Master's thesis, 1931. New York university, New York, N. Y. 119 p. ms.

Findings: All except seven of the 161 teachers reporting have extracurricular activities. Twelve per cent of the teachers reporting were in their first year of teaching. Thirtyfour per cent of them have had no business experience; 14 per cent have less than a bachelor's degree. Missouri teachers have apparently been trained for extracurricular activities.

Hartley, Helene W. Tests of the interpretative reading of poetry for teachers of English. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 47 p. (Contributions to education, no. 433)

This study is concerned with the interpretative reading of poetry as distinguished from appreciative or critical reading. Tests were worked out at the teacher training level for use in schools of education and teachers colleges in the preparation of teachers of English.

Herring, William C. The rural teacherage; with special reference to Oklahoma. Doctor's thesis, 1931. Cornell university, Ithaca, N. Y. 202 p. ms. The purpose of this study was to set up standards that may be used by school officials in planning new teacherages or in judging the serviceability of those already erected, with special reference to conditions in Oklahoma. Data were secured from available literature, and from questionnaires on 320 teacherages in Oklahoma.

Hildreth, Louise A. The present status of intramural physical education activities in the state teachers college of Pennsylvania. Master's thesis, 1931. New York university, New York, N. Y. 55 p. ms.

The study covered nine state teachers colleges in Pennsylvania.

Hoffman, M. David. Status of voluntary teachers' associations in cities of 100,000 population or more. Doctor's thesis, 1930. University of Pennsylvania, Philadelphia. Washington, United States Government printing office, 1931. 42 p. (U. S. Office of education. Bulletin, 1930, no. 36)

Data were secured from replies of superintendents of schools in 58 cities of 100,000 population or more, to a questionnaire asking for the names of the various teachers' associations in their cities. Data indicate that the number of associations in a city ranges from 1 to 45, with a mean of three per city; they vary in function and type of membership; they have broad aims and purposes offering opportunity for expansion and adjustment to new conditions; they cooperate with professional and nonprofessional groups in a wide range of activities; they are financially sound.

Huey, Bess A. Preparation of the teacher and supervisor of public school music. Master's thesis, 1931. New York university, New York, N. Y. 59

p. ms.

A study of the program of music education provided by all state teacher-training Institutions for the preparation of teachers and supervisors of public-school music. This study was a survey of current practices to determine the status of curricular offerings in the preparation of teachers and supervisors of music.

Jameson, Emily D. Physical education for the preparation of general elementary school teachers. A study of content and requirements of courses of physical education offered in 22 state teachers colleges and normal schools in

1926-1927. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 119 p. The problem of this study was concerned with a statistical and descriptive analysis of the organization and content of courses in physical education offered during 1926–27 to women preparing to be general elementary and junior high-school classroom teachers, exclusive of those preparing to be special teachers of physical education. The purpose was to discover common practices which may be the basis of recommendations in regard to content and organization of courses for the guidance of institutions and instructors. Kellerman, Adella F. Special qualifications for teachers in grades seven to nine. Master's thesis, 1931. Syracuse university, Syracuse, N. Y. 215 p. ms. Data were secured by personal correspondence with accepted authorities in the field of junior high school and grammar grades on functions of education for adolescents, the strength and weaknesses of the present program, and the pressing problems and methods of procedure in collecting data for the study. A semi-intensive analysis was made of the subjective and objective opinion of teachers and administrators on the felt needs, deficien. cies and types of preparation desirable, and on objective data on the status of the training of these teachers in service. The study was confined to the northern tier of States Eastern, Central, and Midwestern.

Kiely, Margaret V. Certain comparisons of students of teachers colleges and students of liberal arts colleges. Doctor's thesis [1930] Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1931. 147 p. (Contributions to education, no. 440)

Sophomores, juniors and seniors of six four-year teachers colleges are compared with those of seven four-year colleges of liberal arts engaged in the preparation of teachers. Comparisons were based on results of a series of 12 original tests dealing with general and professional knowledge, applied good judgment, and attitudes towards general and professional interests. Study revealed definite differences between the two types of students in social and economic background. Evidences of immaturity on the part of teachers college students suggests a question as to whether instruction in these institutions is as definitely collegiate in grade as that offered in the arts colleges. Weaker showing of arts students in their command of professional information warrants a question as to the efficiency of a general course with professional training as an offshoot. Krieger, Laura B. M. Prediction of success in professional courses for teachers. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 77 p. (Contributions to education, no. 420)

A study of the possibilities of predicting success in a graduate teacher-training insti tution by means of an examination given at entrance. Reports the relationship between psychological tests and grades in over 50 colleges and universities.

Kriner, Harry Luther. Pre-training factors predictive of teacher success. Doctor's thesis, 1931. Pennsylvania State college, State College. State College, Pennsylvania State college, 1931. 91 p. (Penn State studies in education, no. 1)

Bibliography: p. 88-91.

The problem of this study is to find the relation of teacher success to a number of factors in evidence before entrance to professional training. The teachers used in the study were selected by the superintendent in each system on a general success basis. Data were secured through a personal interview with each teacher used in the study.

Macdonald, Miss Marion. The significance of various kinds of preparation for the city elementary school principalship in Pennsylvania, with implications for a program for preparing for the elementary school principalship. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 104 p. (Contributions to education, no. 416)

Findings: The median elementary school principal is a graduate of a two-year normal school and is normal certificated; 39 per cent of the principals hold degrees and 34 per cent are working for a degree. Of 462 principals only one per cent have ever taken a leave of absence or resigned for purposes of study.

McNeil, Millicent. A comparative study of entrance to teacher-training institutions. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. (Contributions to education, no. 443)

The study gives a historical review of the requirements of entrance to teacher training institutions in Switzerland, Germany, France, England and Wales, Scotland, Australia and New Zealand, Canada, Scandinavia, and the United States, from their founding to 1910; and summarizes recent changes from 1910 to the present time. The author concludes that the United States will probably exact higher qualifications of her candidates to teacher training institutions in the future, following the example of Germany and Scotland.

Morris, Lyle L. The single salary schedule. An analysis and an evaluation. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 79 p. (Contributions to education, no. 413)

Answers to the following questions were sought: (1) What is the effect of the single salary schedule upon the training of teachers? (2) What measures other than training and experience are used and how are they used? (3) How does the amount expended for teachers' salaries in single salary cities compare with that in regular cities? and (4) What are the administrative problems involved? When the two groups of cities were compared in respect to the training of the teachers, it was found that the elementary teachers of the single salary cities were better trained than were those of the regular salary cities.

Newmark, David. A study of a class in the Philadelphia normal school. Doctor's thesis, 1931. University of Pennsylvania, Philadelphia. Philadelphia, Pa., Westbrook company, 1931. 125 p.

This investigation is a study of the relation between evidences of success in the Philadelphia normal school and student characteristics.

Pendergast, Helen Ann. A study of student-teaching in physical education in institutions offering a major course for women. Master's thesis, 1931. New York university, New York, N. Y. 106 p. ms.

A study of some of the practices in the organization, administration, and supervision of student-teaching-requirements, year, credit, amount of practice, prerequisites and requisites, observation, agencies used, size of classes, types of teaching, the supervisor, her load, conferences, lesson plans, rating of teachers, system of grading. Gives the prevalent tendency in practices concerning these items in 53 institutions.

Rightsell, Raymond M. A study of the training of general science teachers of Wisconsin in the special sciences. Master's thesis, 1930. University of Cincinnati, Cincinnati, Ohio. Stevens Point, Wis., Central state teachers college, 1930. 39 p. (Bulletin, ser. 3, no. 11)

The purpose of the study was to determine the beyond high school training in the special sciences received by the teachers of general science in the secondary schools and to compare the relative amount of training in each science with the relative amount of space devoted to it by the general science textbooks used. Answers to a questionnaire were received from 369 high schools in Wisconsin. Data indicate that the universities are supplying teachers for the large high schools and the normal schools for the smaller

ones.

Robinson, Clara L. Psychology and the preparation of the teacher for the elementary school. A survey and an analysis of practices in the teaching of psychology in certain professional schools for the preparation of teachers. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 121 p. (Contributions to education, no. 418)

Data for this study were collected from 80 per cent of the states, from new and old schools for teacher training, and from two sources in many of the schools. Data were secured from which to determine the trends in the teaching of psychology in professional schools for the preparation of elementary school teachers; a survey was made of present practices. Information was obtained directly from inservice teachers as to their difficulties.